Related Experiment Videos
Sante Publique (Vandoeuvre-Les-Nancy, France)
|June 20, 2022
Summary
A significant gap exists between students needing learning support and those receiving it through the Personalized Support Plan (PAP). Teachers show a misunderstanding of PAP, indicating a need for clearer guidance on its implementation and the roles of involved professionals.
Area of Science:
- Educational Psychology
- Special Education
Context:
- Learning disorders affect 10-15% of French students.
- The Personalized Support Plan (PAP) was established in 2015 to provide facilities for students with learning difficulties.
- Current utilization of PAP appears insufficient given the prevalence of learning disorders.
Purpose:
- To analyze the difficulties in implementing the Personalized Support Plan (PAP) for students with learning disorders.
- To assess teacher understanding and utilization of the PAP.
- To identify barriers to effective support for students with learning difficulties.
Summary:
- A study surveyed 51 teachers across 19 schools, representing 2155 students.
- Only 5.5% of students with learning difficulties (11.5% of total) had a PAP.
- Teachers frequently suggested alternative plans and underutilized educational psychologists.
Impact:
- Highlights a significant discrepancy between identified needs and PAP implementation.
- Reveals a misunderstanding among teachers regarding PAP objectives and indications.
- Underscores the need for redefined roles and improved support for educational actors involved in PAP.